Early Intervention Program

Early years matter.

Our Early Intervention Program (EIP) is designed primarily for young children aged 18 months to 6 years with autism and other developmental delays who need structured support during the early years. The program combines early education and developmental intervention in one environment. Rather than separating learning from therapy, we use everyday activities, play, classroom routines and structured intervention opportunities to help children build skills that connect with one another.

What do we work on?

• Communication: Helping children express wants, needs, choices, feelings and ideas using the communication methods appropriate for them.
• Social interaction: Supporting joint attention, turn-taking, shared play, imitation and participation with others.
• Learning & attention: Building the foundations needed to attend, follow instructions, explore, learn and participate in classroom activities.
• Sensory regulation: Helping children understand and manage sensory experiences that may affect their comfort, attention and participation.
• Motor development: Supporting fine and gross motor skills needed for play, learning and daily activities.
• Self-care & independence: Working towards practical skills such as feeding, dressing, toileting, personal hygiene and following everyday routines.
• School readiness: Preparing children for the expectations of a classroom environment—including sitting, transitioning, following routines, communicating and participating in group activities.

What makes our EIP different?

Therapy and early education working together: Our EIP follows a Montessori-inspired early learning environment, combined with individualized therapeutic intervention. Children receive coordinated support across Occupational Therapy, Speech & Language Therapy, Behavioral Intervention, Physiotherapy, Sensory Integration, Play-based learning, and Early Childhood Education.

We don’t expect every child to follow the same path. A child who is beginning to communicate may have very different goals from a child who is already using sentences. One child may need significant sensory support. Another may need help with social interaction. Another may primarily need support with school readiness and independence. Our intervention plans are therefore individualized rather than one-size-fits-all.

Our Clinical Approach: Understand → Plan → Intervene → Review

We begin by understanding the child, not just a diagnosis. Based on the child’s needs, we establish meaningful and measurable goals. Our therapists and educators work with the child through structured intervention, play, classroom activities and everyday routines, with ongoing review to adapt goals as the child develops.